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PLEA2013 - 29th Conference, Sustainable for a Renewable Future, Munich, 10-12 September 2013

Embedding Sustainable in a Design-Build-Studio: An experimental community-based project

ALISON McDONALD1, DR HENRY SKATES2

1Griffith University, Gold Coast, Australia 2Griffith University, Gold Coast, Australia

ABSTRACT: Design guides for typically concentrate on incremental improvement on current and past design practice; such as creating energy and water efficient buildings rather than buildings that have net positive ecological and social impacts. Often, environmental assessment tools are used for design, which are neither designed as design guides, nor do the custodians of these tools encourage their use as design guides. In the creation of a Design-Build-Studio for third year students an approach to embedding sustainable design was adopted. As the project – a -response community project – evolved it became evident a new approach to sustainable design needed to be embraced. The principle of as outlined by Birkeland2 was embraced and embedded in the design-build process. As with sculpture, where the output is the art object, construction was considered as an extension of the creative process; integral to the art and science of designing and erecting a built environment. This philosophy proved invaluable to the inexperienced labour-force when responding to the significant percentage of reused/recycled/donated/scavenged materials, whilst retaining the design intent. Limited resources and sustainable design motivated an emphasis on dematerialisation, heightening the relationship between design and connection detail. The outcome for this multi-award-winning (including a National Architecture Award), trans-disciplinary project spanning education, industry and community, successfully embedded sustainable design in a socially- responsible building contributing to bioregional growth. Keywords: Sustainable Design; Design Build Studio; Education; materials; Community

INTRODUCTION loading. Projects typically are conjectural, and whilst This paper explores an alternative to the traditional there may be significant time expended in the design design and design-build-studio processes in pursuit of process, there is often little resolution of the design to a embedding sustainable design in practice. Investigations stage where a project could be built9, as indicated in led to the implementation of eco-services design2 Table 1. (including Design6) in a Design-Build- Studio. The underlying concepts of front-loaded design Design Studio is often project/theme driven, being able to solve issues of through exploring various design theories through the process. Positive Development was tested and whilst the Sustainable design is often addressed as one of the principles were found to be substantially true, there was themes/theories10, unless the studio is designated a also a significant proportion of back-loaded design when ‘sustainable design’ studio, projects may or may not building with reuse/recycled materials. This led to a address issues of sustainability. raised awareness of using recycled materials in new and eco-retrofit projects, and in addition to the practical Analysis is predominantly theoretical, virtual and impediments and costs2; the result being an evolution of surreal; and design can be self-indulgent, egotistical and the Positive Development paradigm shift. narcissistic, rarely addressing the wider issues11. It is clear that the traditional design studio mode of teaching For the purposes of this paper the definition of front- provides only some of the learning required by students loaded design is the full resolution of design prior to a of architecture. project’s commencement on site, and back-loaded design is the necessity for design resolution during the TRADITIONAL DESIGN-BUILD STUDIO construction stage. Design-Build-Studios provide in many aspects of the traditional architect’s apprenticeship, allowing students CURRENT PARADIGM OF TRADITIONAL to fabricate and assemble conceptual ideas through the DESIGN STUDIO process of making, either individually or as a team8; or Problem based learning is the backbone of traditional design, document and construct a building through a design-based studios and may seem on the surface to be typical practice process. front-loaded but in reality there is often little or no

Many of the Design-Build-Studios coordinated diagrams, measurable / through architectural schools around the world are assessable criteria programmed over a number of years, and delivered by a Lack of (but if literal) Minimum code/ new student cohort each Semester (or Term); or they are code/ legislative legislative requirements small and/or simple projects that can be delivered by one requirements. dictate design outcome. cohort. The former limits students’ holistic experience Final design – reviewed Final design – reviewed of delivering a project and could alleviate the by academic panel in by academic panel in responsibility and learning opportunity of construction view to meeting AACA view to meeting AACA documentation; the later limits the range of learning guidelines – complete guidelines, and possibly experiences associated with larger projects. design, possibly early committee/ client. design development Developed design, Of the 25 design-build-studios reviewed the majority stage. limited construction prefabricated their design-build projects. Whilst documentation, possible informative of innovative construction methods it bill of quantities portrays only a fraction of actual construction practices Source materials (construction administration) an architect is engaged in. Construction (majority Table 1: Comparison of typical traditional design studio off-site in order to project with a typical traditional design-build studio project. reduce operations on- site) TYPICAL TYPICAL Completion, Hand-over TRADITIONAL TRADITIONAL DESIGN STUDIO DESIGN-BUILD EMBEDDING SUSTAINABLE DESIGN IN STUDIO (PRACTICE) DESIGN STUDIO Hand-out of fixed brief, Hand-out of fixed brief, Sustainable Design in Studio education is often limited preparation of brief by preparation of brief by to architectural science and the application of climate course co-ordinator course co-ordinator responsive/passive design and sustainable design (possible evolution principles based on incremental improvements on layout thro’ community traditional . Traditional Design is often feedback) limited to focusing on measurable outcomes – such as Architect cohort only, no Architect cohort and outcomes assessed by assessment tools - but it is the un- design team possible consultants measurable outcomes often value more – compounding collaboration positive footprints, sentiment, futuring, to name a few. Real or notional Real or notional site (sometimes perfect) site depending on nature of Traditional architectural design has been described project as “our standard reductionist way of thinking” indicating Ideal client, no Real (possibly multiple) the back-loaded design, “infected by outdated politico- committee /community client, Possible economic constructs”, employed in practice and studio engagement, no conflict committee/ community produces obsolete built environments. Janis Birkeland’s involvement, if Positive Development2 looks to design for pre- community project settlement conditions, focusing on the desired Limitless budget/ Possible Budget significant outcome, ‘leap-frogging’ legislation so as to resources limitations, Unknown to comply but not be limited/dictated by, a design that is a large extent, topped-up not only truly sustainably neutral but one that has a by education funds and positive impact on itself and surrounds. This approach sponsors. employs a paradigm shift to eco-services design2. Sketch design reviewed Sketch design reviewed by tutor/academic panel by academic panel, When applied to Design Studios of collaborating possibly committee/ design and architecture students at Queensland client University of and Griffith University the Approach – Approach - accumulation approach was to establish a baseline or foundation in accumulation and and ordering of general sustainable design through research in sustainable ordering of general information, principles, followed by discussion of the various information. specifically related to theories and processes, objective and critical evaluation Investigation of form problem in hand. of what was included and excluded; all before follows function, user Investigation of nature of commencing Design Studio project, as indicated in specifics, relationship problem. Table 2.

Table 2: Comparison of typical traditional design-build studio assessment, risk management project with a sustainable design-build studio project. and construction site management reports TYPICAL SUSTAINABLE DESIGN- Sketch design reviewed Living sketch design TRADITIONAL BUILD STUDIO (PRACTICE) by academic panel, presentation and evaluation DESIGN-BUILD possibly committee/ reviewed by client STUDIO (PRACTICE) client Set baseline/foundation: Approach - Approach - accumulation and Sustainable and accumulation and ordering of general sharing / discussion by all ordering of general information, information involved information, information specifically related to problem Hand-out of fixed brief, Development of living brief specifically related to in hand, form follows climate, preparation of brief by and feasibility study in problem in hand. socially/bio-regionally/ course co-ordinator collaboration with client, Investigation of nature climate/ locality responsive, (possible evolution through regular client meetings, of problem. value of un-measurables. layout thro’ community and community engagement. Investigation of nature of feedback) On-going evaluation and problem, develop and refine implementation of eco-services solutions. design, and on-going and exploration of design thro’ coordination of design solution various discipline with Design Team Minimum code/ Interpretation of intent of code/ Architect cohort and Collaborative Design Team legislative requirements legislative requirements possible consultants including In-house dictate design outcome. integrated in design outcome. (architecture, landscape Final design – reviewed Final design – reviewed by architecture, interior and by academic panel in client, academic panel in view students), view to meeting AACA to meeting AACA guidelines, client, Emergency Architects guidelines, and possibly and builder. Developed design, Australia, structural and committee/ client. construction documentation, hydraulic engineers; local Developed design, bill of quantities, schedule of Planning, Building and limited construction materials, tools and equipment Plumbing authority; Local documentation, possible required. Integrated innovative Flood Recovery representative; bill of quantities . and builder Source materials Source materials (competitive Real or notional site Real site (EPA sensitive – pricing/bidding) prior (5%) and depending on nature of proximity to natural water way, predominantly during project riparian boundary, flood impact construction due to fast-track assessable, unstable program conditions, research of organic Construction (majority Off-site Construction (incl. farming/food production, off-site in order to establish site and volunteer permaculture zoning) reduce operations on- accommodation, safe site Real (possibly multiple) Real client, real community, site) procedures, material store, client, Possible real local authority engagement waste processing, tool and committee/ community equipment store, break-out involvement, if , amenities. community project Administration of construction Possible Budget Fixed budget, limited to overall Careful assessment & limitations, Unknown to costs including supervising processing of reuse/recycle a large extent, topped-up contractor, materials, sub- materials, construction by education funds and contractors, and all innovation and refinement of sponsors. miscellaneous costs. Fixed connection detailing, education funds for student site dematerialisation, accommodation only. Completion and Hand- Completion, certification and Client/Architect and over Hand-over Client/Builder agreements, Feedback numerous insurances, risk

The principle of Positive Development as outlined by Birkeland2 was embraced and embedded in the design-build process. This empowered students to front load the design process and ‘loop’ sustainability issues and design evolution into a typically linear process. Boulanger and Brechet1 describe the five most important criteria that should be considered for modelling sustainability issues, specifically: (1) an interdisciplinary approach; (2) managing uncertainty; (3) long-range or intergenerational point of view; (4) applying a global-local perspective; and (5) stakeholder participation. Figure 1. Perspective view showing original design intent Empowering the design students with the values of eco-services created openings in design through The aim of the project was to teach collaborative sustainable-design-based thinking. design students the social responsibilities of their discipline while providing an issue-orientated, DESIGN-BUILD STUDIO PROJECT sustainable, well-constructed and inspirational built The design build project in this paper is the response to environment for a community. The Studio’s vision - to flood damage which occurred during an extreme work on ‘projects that benefit a wider community’- weather event in the Lockyer Valley (Queensland, matched the requirements of the challenge of rebuilding Australia) on the 10th January 2011 when 160mm of rain the Murphy’s Creek Campsite facilities. fell in a 2-hour period on already saturated catchments. An 8m tidal wave of floodwater and debris descended It was essential the architecture respond to its on the Valley’s towns and countryside7. 5,000 people location. The rural context of the site lent itself to fled their homes, 500 were airlifted to safety, over 120 sustainability and the ideologies of rejuvenation after the homes were destroyed, 855 displaced, 80% of 2011 . The building was designed to maximise Council roads damaged, 50 families were left with the site’s specific natural environment, a registered area nothing and more than 20 lives were lost in the region. of significant , and for this reason the design not only replaced the existing facilities but is sensitive to As a result of the flood the Murphy’s Creek enhancing the high of the region. Campsite facilities of the BNT were destroyed and the trail closed. The campsite facilities, including an animal The effects of flood water varied, in the Murphys shelter, hitching rail, feed room, tack/store room, first- Creek region, upstream, the water ran through’ in a aid room and amenities; are used by trail-riders who matter of hours; compared to regions downstream such follow the historic pioneer/stock routes, that run the as Goodna and Ipswich, where water took days to run length of Australia’s east coast. The Trail is the longest through. Buildings with a higher survival rate in the marked, non-motorised, self-reliant multi-use trekking Lockyer Valley (where the velocity of the water was route in the world, stretching 5,330 kilometers from greatest) allowed water to run through’ them, were tropical North Queensland to Victoria. The trail and its structural grounded and weighted by their material facilities make a significant contribution to the regional composition. In the unlikely event such a flood should and cultural diversity of the area and is thus considered a reoccur the building was intentionally designed to be bioregional resource1. After the community’s losses it flooded. The layout of the shed allows flood waters to was necessary to rebuild. The Client/Owner of the land run through it thus creating less pressure points and on which the campsite sat donated funds to erect a basic structural damage. Materials are durable and the metal agricultural shed. It was these funds that formed majority of the building is single skin so it can be easily the budget and opportunity for the Studio’s project. cleaned out post-flood. The wet-room and First Aid room cavity wall lining materials - of structural plywood Real Studio, the Design-Build-Studio, saw 3rd-year and acrylic cladding - are proven to function better in architecture, , and water compared to traditional construction cavity industrial design students design and build a rural construction; and are screw fixed so they can be agricultural shed for use by the BNT at Murphy’s Creek. removed and replaced when cleaning cavities. (Refer Fig. 1 proposed design). At its base, the building is about providing maximum comfort to weary Where possible the Trail was designed as a "living travellers, simultaneous to the regular agricultural history of our country", and this philosophy was functions on alternate occasions for the operation of a mirrored in the building’s redesign retaining elements of sustainable and organic food producing farm. the previous structure. The height of the retrieved river

stone walls that wrap the building serve as a record of flexi foam pod system, slab reinforcing steel and mesh, the height and power of the flood water (identified as remains of the flood damaged and dismantled shed, and 271.808m AHD), and many of the materials used in the other local flood ‘debris’ available for up-cycling. As a structure were sourced from the site and the local region. result of the fast-track construction program the majority of materials were sourced immediately prior and during THE ART OF POSITIVE MAKING construction; of which significant percentages were A significant percentage of the DBS construction sourced locally, as indicated in Table 3. materials were reused/recycled/down-cycled/scavenged. Table 3: Source of Materials Table 4: Material Life Cyle.

Dematerialisation whilst evident in some traditional design-build-studios may not be purposed. In a sustainable DBS the multiple-purpose of each material The impact of using such a high percentage of and reduction in single purpose materials (e.g. non- reused/recycled materials, as shown in Table. 4, sourced performance) proved a useful method of reducing during construction lengthened the design process material quantities. Limited resources and sustainable resulting in an extension of Positive Development’s design motivated an emphasis on dematerialisation, thus front-loaded design (employment of eco-services heightening the relationship between design and design), to front and back load design (employment of connection detail. This too had a time impact on design. reuse/recycle materials).

Through the employment of reusable/recyclable materials the studio process using an interactive, imaginative design dominant mode, facilitated not only the creation and implementation of a sustainable design but design in its execution. As an artist - where the output is the art object – the construction became an extension of the creative process; and integral to the education of the art and science of designing and erecting a built environment. The architect and the builder were required to work as a team. This proved invaluable when responding to recycled materials and an inexperienced labour-force, whilst remaining true to the design.

Materials obtained/confirmed prior to Figure 2. Work in showing the structural frame and commencement of work onsite included: 6m3 concrete, masonry cladding at lower levels

an emphasis on dematerialisation, heightening the The art of making raised awareness of the implications relationship between design and connection detail. of reusing/ materials. The increased time/labour, wear on tools and processing of up-cycling The outcome for this trans-disciplinary project spanning materials adds to perceived cost of using such materials. education, industry and community, successfully However this negative perception does not take into embedded sustainable design in a socially-responsible account the actual sustainability cost. Birkeland2 does building that makes a significant contribution to not discuss these implications in detail, whilst bioregional growth. acknowledging practical impediments, costs and deconstruction. It was evident in the DBS the impact of ACKNOWLEDGEMENTS reuse/recycle materials on design (Figure 1 of proposed Refer https://www.facebook.com/Real.Studio.QUT for design and Figure 3 of final build). acknowledgement of the numerous companies who kindly donated materials to support the project, and the design and construction teams who donated time and energy.

REFERENCES 1. Birkeland J, and Walker C, (2002), ‘Bioregional planning; J. Birkeland (ed) Design for sustainability: A sourcebook of integrated eco-logical solutions, Earthscan, London, 236-240. 2. Birkeland J, (2008) Positive Development: From vicious circles to virtuous cycles through built environment design, Earthscan London ; Sterling, VA. xxi, 30, 208, 3. Lawson B, (2005) How Think; The design process demystified, The Architectural Press, Oxford. 4. Boulanger P and Brechet T, (2005) Models for Policy- Making in : The State of the Art and Perspectives for Research. Ecological Economics 55, 337–50. 5. Carpenter J, (1997) Learning by Building: Design and Figure 3. The finished building showing deviations from the construction in architectural education, Van Norstrand original design through material-induced design changes Reinhold NY 6. Mollison B, (1988) Permaculture: A Designers Manual, CONCLUSION Tagari Traditional design-build-studios have advantages over 7. Agnew (ed), (2011) Flood, Horror and Tragedy, Southern Education Managements traditional architecture studios in that they allow 8. Carpenter W, (2010) Design Build Studio, Lightroom students the opportunity to work in a collaborative Studio. environment to develop additional skills and realise a 9. Benerjee HK and De Graaff E, (1996) “Problem-based real building. Design-build-studios often attract Learning in Architecture: Problems of Integration of Technical individuals with a desire to contribute to a greater need Disciplines,” European Journal of Education 21, and experience, greater than their own; and by nature no. 2: 185-195. elements of design-build-studios are sustainable, if 10. Prins R, Kander R, Moore T, Pappas E, and Pierrakos O, primarily from an economic and/or environmental (2008) "Engineering for a Sustainable World: How Do We perspective. But there is little record of the design Incorporate Sustainability in Undergraduate Engineering Education?", 38th ASEE/IEEE Frontiers in Education process focusing on eco-services design. This paper has Conference, 22-25 October, Saratoga Springs, NY. shown how sustainable design has been successfully 11. Willis A-M, (2000) “Sight Unseen”, Making and embedded in a design build studio to create a building Unmaking Conference, University of Portsmouth, 7-9 that is of significance in the community. September

Significant challenges exist when working with second- hand and new donated materials, which require further design input and frequent detailing changes. As with sculpture, where the output is the art object, the construction process was considered as an extension of the creative process; integral to the art and science of designing and erecting a sustainable built environment. The limitations of labour and material resources when combined with sustainable design principles motivated